Daily+Lesson+Plans+S2

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Class One Wednesday January 8, 2B

(Re)Get to Know You 1. Make name tags, then turn over. Now get into lines (in teams) in alphabetical order. 2. My name is and I don't like ... 3. Get everyone on this wiki. 4. and 5. Normally we would start the year with an intro to our first work, the earliest piece of English literature known to us. But since I am going to be away next week for surgery, I want to prepare you to begin with your Book Clubs as well. Here is what a looks like, with its different roles. Now let's look at your different book options: // Frankenstein, Heart of Darkness, Brave New World, White Teeth, Brick Lane. //

You will have some reading time next week, but largely book club novels are to be read INDEPENDENTLY, on your own time, and at a pace agreed upon by your group. You will then meet at total of three times, the first being quite soon (Jan 20th) to discuss the first part of the book. You will be given university-level critiques / analyses before the third meeting as well, to integrate into your discussions.


 * Hmwk:**

Read a quick review of each of the novel choices and come to class next day with a first and second choice. [|Frankenstein] (1818) - classic gothic horror [|Heart of Darkness] (1899) - imperialism at its worst [|Brave New World] (1932) - dystopia where everyone is 'happy' ... or are they? [|White Teeth] (2000) - 'capturing an empire's worth of cultural identity, history, and hope '  [|Brick Lane] (2003)- 'brings the immigrant milieu of East London to vibrant life'

Class Two Friday Jan 10, 3B

1. Sign-ups for Book Clubs. Note that next two classes (Tuesday Jan 14th and Thursday Jan 16th) you will have reading periods (the ONLY reading periods for Book Club all semester) then the following Monday (Jan 20th), you will have your first Book Club meeting. By the end of today's class, you need to have settled upon a reading schedule (the most important being how much you will have read for next Monday) and roles for that first meeting. Ensure during any reading time, you are taking notes (both generally and in role) for your Book Club mark will be partially dependent on them (and if I am still away for your first discussion, your mark will be MOSTLY based on them!) Use. 2. Intro to our first whole-class work: 'Beowulf'. In the Beowulf Saga, the monster, Grendel, is seen as the enemy of the hero, Beowulf. The two are contrasted against each other (physically, morally and spiritually) so it's a great way to study the beginnings of literature.

The extract we will study is only about Grendel himself.Go to the In the Beginning page and read the main page (no need to open the links yet). In small groups, discuss the 'think about' sections of the questions below. Then answer the questions themselves in the discussion section (one sentence per question per group):

1) Think of the modern world in which you live. Think about the possessions you own, activities you especially like, holidays. Think of how and where you meet people and make friends. Think of your family. Think of how the world around you works and what makes it function Question. What aspect of life in our modern world do you most fear losing? What would be the results of the loss of this thing?   2) Think of how you live your daily life. Thinks of what and who surrounds you. Think of how safety exists in your life. Think of what you like and dislike. Think of how the news affects you. Question. What makes you (as a group representative of teens today) afraid? What are the characteristics of a hero? Have these changed much over time? Compare to this. Now what about those of a monster? Did you get them ? Why are we still intrigued enough in these archetypes that the oldest piece of known recorded literature was made into a movie just 7 years ago? This will be the first chance for me and the 'live audience' of the class to see your writing. Go to the discussion area on the In the Beginning page and write a single, succinct, word-conscious, sentence-varied paragraph answer to the following question: Why do we needs extremes like 'heros' and 'villians'/'monsters' in our lives? What purposes might these archetypes serve, both in a literary and psychological sense? **Also, Group Leaders for Jan 20th: ensure I have your reading schedule by tomorrow at the latest**
 * Hmwk:**


 * Class Three and Four ** Tuesday January 14th, 4B and Thursday January 16th, 1B

Reading periods. Ensure you get to where you need to participate in your group discussion on Monday. Remember you should be taking notes in (and generally) using this. Discussion leader (Detective), please check in with your group members once at the end of each class to ensure everyone feels on track. Oh -- and be nice to your sub!! **Hmwk:** Continue reading as needed

Class Five Monday January 20th, 2B Book Club Meeting #1  So sorry I am not at school today :( Rest assured that Ms. Litteken knows exactly what she is doing though.  is how she will be assessing your discussions. But largely, don't think about a mark -- think about having an adult, university-level discussion on a book with no teacher interference and no guiding questions ... and making it last a full hour! Ms. Litteken will take notes for me, plus you will be turning in your own notes as well. Either way, good luck!   **By the end of your book club meeting today, you should:**   1. Choose your new page/chapter goal for next meeting (Feb 10)   2. Choose your role for that meeting   3. Hand in your notes (the ones you wrote in advance, plus anything you may have added from today's discussion)

Class Six Wednesday January 22nd, 3B Back to Beowulf! My apologies for still being away :(   You will be assigned one section of the (linked here and on the In the Beginning page) - 1-2 people per subtitled section (depending on its length). Read it carefully and become an expert on it. We will circle around the room sharing what is important from our section as if we are a room full of experts. Now post a single sentence summary of your section on the Beginning page.   Now look at the first 18 lines of this . Look it over with a partner -- what strikes you as important?   Re-read lines 1-18. Answer the following  (in bullet form) in your notes (individually or alone, as decided by Ms/ Litteken).  Hmwk:**  Write a single, succinct, word-conscious, sentence-varied paragraph answer to the following question and post on our In the Beginning Page.    What were the purposes of this section of Beowulf for the audience of its time? How does the effect differ (or does it) for modern audiences?

Class Seven  Friday January 24th, 4B

1. Look at the paragraphs on our wiki. Examples of excellent content? Excellent writing? What differentiates persuasion from narration? Having read your first paragraphs (all) and your second paragraphs (those who posted Wed), I have the following questions, which we'll divide-and-conquer to answer: Who gives an actual example? Who uses an ASAP sentence? Who has two or more sentences starting with the same word? Who says something common in an unusual or intriguing way? Who makes a personal connection? Who anticipates and refutes? Who has a sentence starting with a verb-ing? How many students start with 'I believe' or 'Heros and villians'? Who has a shocking or unexpected opening line? Who looked beyond the obvious to something abstract, 'grey', or complex? How many students questioned the use of the word 'need' vs how many simply accepted it?

2. Read lines 19-22. a) What does this section end in this way; i.e. with the idea of destruction? b) What emotions might the poet be trying to arouse? c) What two forces are in opposition here? d) What force might the poet be trying to prepare us for by the change of mood in the language? 3. Read lines 23-52. a) How is the Earth described here? Find evidence b) Why do you think God is introduced here? Find evidence. God as GOOD and as CREATOR c) How are God and Grendel presented? d) What do God and Grendel represent? Use evidence.

4. Suggest how the poem is developing and changing in terms of themes and topics. How is the Saga is carefully, not randomly, constructed? Reading: Lines 81-100.


 * What major theme is being introduced here?
 * Pick one great debate for next class!

- Write out three points for the side of the debate you prefer, and one anticipate-and-refute against another team  NOTE: both classes chose the theme of Good vs Evil. So the debate will be:  EITHER there is a clear separation between good and evil in these lines with no crossover   OR there is 'leakage' between' good and evil, and plenty of ways to anticipate what will follow - Take a look at advance at our (and only assignment on Beowulf before we move on). We will talk more about it next class - Keep reading your Book Club novel anytime you don't have much other English homework
 * Hmwk: **

Class Eight Tuesday January 28th, 1B Please note my feedback strategy -- I give LOTS of personalized suggestions on powerschool but ONLY if your work is turned in on time! 1. Great debate! 10 minutes to prepare with your 'team' (notice how equal the two sides are!). Plan which member will give your opening argument. After that, no person can speak 2x in a row, speaking is for 45 seconds only, you should use support from the saga itself (or outside proof), and I will let you know PHYSICALLY how you are doing by moving as you argue! 2. To lines 100 ** ( ** note 2B only got to 80) Now is the time for Grendel or Beowulf's ! If you would prefer, you may take your debate topic OR either of your paragraph writings and work on that to make it a more structured short essay (1-1.5 pages max). Marking for either will be holistic. This is due the FRIDAY after the break Hmwk: College essay IF you want to get ahead. Over the break, you should be reading your book club novel -- note that the second due discussion date is the first class back! Here is the again (this time asking you to name your book, and removing the section on 'theme tracking')
 * Go back to questions from last day which we didn't finish too.**

Class Nine Monday February 10th, 2B Book Club Discussion #2. Hand in your notes at the end of class. Note your next (and final) meeting is MARCH 4. Please sign up for roles on the Book Club page. Note each group is responsible for 'weaving in' either a comparison to your book's movie OR a university-level essay (review or analysis - see Questia (if you have an account) or Literature Resource (through the library database) for good choices). For instance, the //Frankenstein// group could use this ... or //Heart of Darkness// might prefer this  (originally meant to be listened to, not read! Very 'talky', though, which makes it a quicker read.) Here is [|another] for //White Teeth// and //Brave New World//, [|here] is a good choice for you (I highly recommend it, even if you only choose portions to read, as it's written by Huxley himself, explaining what he wanted to achieve!). You are free to find something of your own too, of course. Discussion director, please ensure you post your choice by the end of the week on the same page.
 * NOTE: I am missing bookclub notes from meeting #1 from the following people. I will have no choice but to give you zero if I don't have those by the end of today **
 * 1B: Jeff (although yours may be the one I received late with no name?), Mary **
 * 2B: Jenny, Kyungla, and Daniel **

College essay or expansion essay due FRIDAY Unless you can convince me to make it due TUESDAY?! Remember the choices and instructions from before break, reprinted here: Grendel, Hrothgar, or Beowulf's. If you would prefer, you may take your debate topic OR either of your paragraph writings and work on one of those to make it a more structured short essay (1-1.5 pages max). Marking for either will be holistic. **
 * Hmwk:**

Class Ten Wednesday February 12th, 3B
 * Remember final Beowulf assignment is due next class (unless you persuaded me otherwise last day!)
 * Finish the saga. Overall what have we learned about the very earliest literature and its influences on themes, archetypes, and literary techniques since then?
 * Watch the opening scene of the movie, made centuries later! What changes did the director make to 'keep up' with the modern depictions of heros and villains? What has remained essentially identical?
 * Work time for college essay.

**Hmwk:** We are moving on several centuries next class -- all the way to the 1600s. Find one interesting fact about Shakespeare NOT already on the wiki page (so first come, first served!) and add it to the page here. Be sure to include the URL or source info. Finish your Beowulf assignment if you have not done so yet! I recommend still TRYING to get it done for Friday so that you can work on the Shakespeare assignment 1 (see next day's homework) over the weekend instead of having to rush that next week

Class Eleven  Friday February 14th, 4B
 * Ensure everyone has posted interesting fact about Shakespeare.
 * Read this [[file:rosenenglish12/Twelfth night overall summary..doc|summary]] of the play Twelfth Night. Notice it is a play about mistaken identity, multiple love triangles, and overlapping plots -- in groups, draw a graphic image of characters to keep it all straight!
 * Look over the [[file:rosenenglish12/12th Night 5 Assignments.doc|five assignments]] -- pay careful attention to assignment 1, since it will sneak up fast! (See exemplar from another play on our Twelfth Night page)

**Hmwk:** Beowulf due next day. If you're done, start on assignment 1!

Class Twelve Tuesday February 18th, 1B
 * Present your graphic images!
 * First two scenes + opening scene not in play (explains title + twins, storm and war). Show first (til fencing scene - 14:17). Notice order is scene 2, then 1. Read after. WHY the change for modern audiences?
 * Check out [[file:rosenenglish12/12th Night 5 Assignments.doc|five assignments]] if we didn't get to it last day

**Hmwk**

Work on assignment 1

Class Thirteen Thursday February 20th, 2B Scene 4, 3 -- read first, then show. Note the changes in the way scene 4 both begins and ends compared to the movie Scene 5 -- show first, then read Pay careful attention to film techniques like camera angle and close-up shots (reminder of terminology from those who already took 21stcLit) to establish character and to the two-sided character of Toby (not the simplistic foolish drunk we might like to write him off as!) What about Viola's building love for Orsino? What are today's archetypes? How will all of this help you complete assignment 1? Hmwk Assignment 1 due Monday. For an exemplar (from another play), see our Twelfth Night page.

Class Fourteen Monday Feb 24th, 3B
 * Collect assignment 1.
 * Act II, scene 2, 1 -- read first, then show (note the added lines between Orsino and Cesario). To 53:31 (when Malvolio leaves)
 * Turn to a partner after reading. What new characteristics do we see of Viola in her self-wonderings about Olivia falling for her?
 * Read the exchange between Orsino and Cesario aloud (scene 4, ll 17-47) -- the whole class with partners. What is he saying about love and the male heart?

Book Club work! You may also wish to choose your lines to memorize for Act II (only a certain number of people permitted per scene, and it's first come first served!)
 * Hmwk **

Class Fifteen Wednesday February 26th, 4B To the end of Act II. (1:07:00) Now the order gets quite confusing between scenes 3-4 (and some of scene 4 doesn't happen til AFTER Act III, iii). Watch first, and look for the reason given for the connection with the Fool. Note also that modern audiences don't have quite the same literal interpretation of love at first sight and want more building of a relationship. Pay careful attention to the bath scene at the end of scene 4! In groups, discuss the visual features of scene 5 -- help us visualize it! Each group will get several pages - go out and practice them until you understand, then we will present the whole scene in class.

Sign-up for monologues/dialogues. Presentations on **THURSDAY** of next week. Pay attention to the and the  !

Monologue work - don't forget the need for an actor/director script as a safety net Book Club work as needed
 * Hmwk**


 * Class Sixteen **
 * Friday February 28th, 1B **

Start on Act III. This we are reading before we watch. Read this quietly to ensure you will be able to follow quickly.

Scene 1, Viola and the Fool with a partner -- can you answer the following questions?

-- What are several puns?

-- What are several inside jokes?

-- Who do you think comes off as the smarter?

Now the scene between Olivia and Viola/Cesario (note this is one of the scenes needed for your ! You will need to understand these lines inside out and backwards ...) Read with your partner ll. 96-172 Skip to scene iv, and the next exchange between Olivia and Viola/Cesario (ll. 209-226). Start thinking of modern day contexts for with your partner. Now watch the movie til 1:23 (includes the exchange between Viola and Orsino

Final Book Club due Tuesday Monologues due Thursday
 * Hmwk**

Book Club #3
 * Class Seventeen **
 * Tuesday March 4th, 2B **
 * Hmwk **

Monologue/dialogue performances next day

Class Eighteen Thursday March 6th, 3B

Dialogues! Ensure you hand in your director/actor script. 20 minutes to work with partner, ensuring everyone has given me a workable context. (see description as part of ). There is an exemplar posted on our Twelfth Night page. By the end of the class, you should have chosen your partner, AND preferably your context (which you need to clear with me)


 * Hmwk: **

Work with your partner - due next Fri!

Class Nineteen =Monday March 10th, 4B=

Finish Act III. Divide up the final scene 4 (it's long!) and practice in groups -- then perform! Note we won't perform the actual 'duel' between Viola and Andrew because it's most fun to watch!

Partner work time

Class Twenty Wednesday March 12th, 1B (anyone missing for IB mocks next class?)

Divide up the first two scenes of Act IV - practice, then perform. For scene iii (between Sebastian and Olivia), read aloud with a partner. Find several images (including synecdoche) in each of their speeches (this would have been the starting stages if we had done assignment IV). What is the effect of these lines?

Watch the rest of the movie!!

Act III partner assignment due **Tuesday**

Class Twenty-One Friday March 14th, 2B 10 minutes on Act V - language. Quick intro to our upcoming essay assignment (see next class) Work time with partner - translation due next day! Understand Act IV assignment (check out samples, rubric etc on our Twelfth Night page)

Class Twenty-Two Tuesday March 18th, 3B Hand in Assignment 3

Last readings of play, work time for assignment IV, due Thursday (next class). Only TWO, not FOUR lines however - or we'll run out of time!

Essay intro, [|database] time. Essay due after the holiday. Note it will count towards Q4 therefore ...

By the end of the class, I expect a thesis statement. Use the mini whiteboards to plan a two-pronged or three-pronged essay, NO 5 paragraph essays! If you didn't have me for English 11, or have forgotten what pronged essays are, I'll do a mini-lesson at the front of the room for anyone interested (unless everyone is interested, in which case I'll do a full class mini-lesson)
 * Remember, a BUILDING essay is about qualities/characteristics, not events/characters) **

You must have a minimum of three outside sources. One must have nothing to do with Shakespeare, one must be a source with which you can disagree/what you find in the play does not concur, the third is your choice. I expect a separate Works Cited using MLA or APA style, formatted correctly. By grade 12, it is expected all these things are second nature, so you need to ASK if you have any doubts!

Class Twenty-Three Thursday March 20th, 4B End of quarter tomorrow Spring Break Begins

Please hand in your Act IV assignments.

Work on your essay OR start reading //Down and Out//

//Down and Out// book sign-outs. NOTE ** first 15 chapters due for Thursday April 10th **. (See our Down and Out page for the rest of the reading schedule). Note each student will also fill out the following for 1-2 chapters to help everyone keep track of the fast-paced, character-packed book (your name and chapter assignments are also on the Down and Out page). I'm giving you the book now as you may wish to read over March break (easy way to lessen your work load when we get back, especially for those of you with AP exams looming ...)

**Hmwk:** Over the holiday, work on your essay AND/OR read //Down and Out.// I recommend reading the entire book. The essay is due the Wednesday after break (although I will take it up til midnight on the Friday, since there is no school that day and some of you will - sigh - choose to work on it til the last second!). BEWARE! The first 15 chapters of the book are due Thursday April 10th. See our Down and Out page for the rest of the reading schedule

Class Twenty-Four Monday March 31st, 1B

Essay time and/or Reading Time

Essay due next class (or up til midnight Friday)

Class Twenty-Five Wednesday April 2nd, 2B (no class Friday OR Monday) Collect essays

Half class reading time. Half class notes on. Brainstorm the qualities we see thus far in his writing (no matter what chapter you are on). What about some biographical notes?
 * he quit his job in the Imperial Police (remember last year's essays "A Hanging" and "Shooting and Elephant"?)
 * he had to pay back money when he quit
 * the combo drove him into poverty
 * his parents (who didn't want him to join the Police Force in the first place, were unsupportive when he quit a well-paying, secure job
 * he went to London first, and THEN Paris (why change the order in the book?)

Read the first three paragraphs of the novel aloud -- what else do you notice about his writing style?

**Hmwk**:

Chapters 1-15 due next THURSDAY so manage your time!

Class Twenty-Six Tuesday April 8th, 3B


 * Class 2B and Jeff from 1B (assignment 3!!)**

Let's have a class discussion on the reality of Orwell's poverty - read one of the two reviews on our Orwell page to prepare!

Reading time

Hmwk:

Quiz on chapters 1-15 next day!

Class Twenty-Seven Thursday April 10th, 4B Quiz on chapters 1-15. (Paper copy)

Discussion time


 * Don't forget to read chapters 16-23 for next Wednesday, and finish the book for the following Monday. Don't forget to post your charts as your chapter is due! **

Class Twenty-Eight Monday April 14th, 1B Reading time

Class Twenty-Nine Wednesday April 16th, 2B

//Down and Out// chapters 16-23. Debate! Note you will need to make references to the review you were to have read for last class. Get into groups - 1/2 class for one topic (with half arguing one side and half the other) and 1/2 class for another topic. Vote for your favorites! You will be standing at the front of the room 4-5 against 4-5, 'facing off'! You'll get some time to prepare with your group before you begin, but once you do, everyone on your side must speak. Books welcome!

Part 1 of class Topic 1: Orwell's continued descriptions of working in Paris make it increasingly clear that his poverty was 'useful' to developing his story-telling skills, rather than a true necessity.

Topic 2: Orwell claims working at Hotel X was a step up from working at the Auberge but his descriptions of poverty and despair actually make clear that both jobs were equally degrading

Topic 3: The character of Furex is meant only to be a caricature, not a deep lesson on the hypocrisy of patriotism

Topic 4: The story of Yvonne comments more on the silliness of the social system than on the deceptive ways of the poor

Topic 5: The timeline of men's happiness in bars may be symbolically true but literally nonsense

_


 * Part 2 of class **

Reading time


 * Homework: **

Finish the book for next Tuesday and expect an in class 1 on 1 debate by way of a final project!

Class Thirty Friday April 18th, 3B Reading Time

Class Thirty-One Tuesday April 22nd, 4B

You are now finished the book. Time for some official debates! You have been assigned a question and a position alphabetically ... but you won't know what the question or position is until 10 minutes before you are to begin!


 * 1B **

1a Connie

1b Brian

2a Nathan

2b Jeff

3a Kayla

3b Sarah

4a Mary

4b Lian

5a Dallen

5b Ryan

6a Peter

6b Nick

7a Hugo

7b Lina

_ Ingrid

_ Connie

2B

1a Haley

1b Anthony

2a Jenny

2b Helen

3a Keli

3b Michael

4a Phil

4b Edward

5a Sam

5b Brittany

6a Callum

6b Jane

7a Kyungla

7b Kevin

8a Daniel

8b Shane

_ So Hyun

_ Issa

_ Caroline

**Hmwk:**

Read the following to understand our upcoming LARGE and LAST ! Come to class prepared with a topic (or several) that you would like to consider as the focus for the assignment. i.e. Perhaps you want to study science at university, you narrow that to Bio-Ethics, you then choose a topic within Bio-Ethics that is particularly news-worthy or 'hot' right now ...

Class Thirty-Two Thursday April 24


 * Who Says What - [[file:who says what explanation updated.doc|Intro]]. Check out our Who Says What page for all necessary info. Get ready to do research like you've never done it before in high school! This project, which will take us to the end of the year, and the mark for which will be the bulk of this quarter's grade, allows you to choose a project you will likely study at university (absolutely an individual choice, therefore). Let's go over the instructions! **


 * Note there is a good deal of personal responsibility / individual work time / general time management over the next month - and very little of me talking. So bear with me today :) This plan will work especially well once many of you start missing classes for AP exams starting May 5th. **

Most of you are not going to major in English at university; you need to be prepared, therefore, to read, and write on, a wide range of ‘texts’ (both written and other) about a variety of topics. This assignment, which will stretch over a month in the forth quarter, allows you to experiment with recognizing the effect of different medium and writing types on content and perspective. It will also allow you to see the value of understanding a popular view of a topic or contemplating how society generally understands an issue.

TASK ONE:


 * I. Choose a topic that interests you and that is related to what you plan to study at university. Specific is more helpful than general (rather than revolutionary leaders, choose Che Rivera). Ensure your topic is potentially controversial to make it easier to find a variety of viewpoints. ** Clear your topic with me.


 * II. Find ** seven ** pieces dealing with your topic: **


 * 1. ** At least one must be chosen from this category: ‘reputable’ information / facts-based –


 * Reputable newspaper **


 * Reputable magazine **


 * Reputable internet article **


 * TV or radio news report **


 * High school-level Textbook **


 * TEDTalks**


 * 2. ** At least one must be chosen from this category: more ** ‘ ** biased’ information / facts-based ** – **


 * Less reputable news source **


 * Personal website **


 * Obviously biased internet source **


 * One-sided source / author from any source with a forceful view on a topic **


 * Opinion column of any newspaper **


 * 3. ** At least one must be chosen from this category: academic information / facts-based -

(we will look at relevant databases available)


 * Academic / formal essay ( **** i.e.., on one of the school databases like Questia) **


 * Scientific research (ie,. science report) **


 * University-level Textbook **


 * History research **


 * TV or video documentary (from a ‘serious’ source, not just a Hollywood-ized version) **


 * TEDtalks (if it is a highly sophisticated approach to the topic. Otherwise it fits better under Category 1)**


 * 4. ** At least one must be chosen from this category: fictional writing ** – **


 * Short story **


 * Poem **


 * Children’s story **


 * Other piece of fiction **


 * OR ** artistic interpretation–


 * Art work **


 * Song **


 * Video Game **


 * 5. ** At least one must be chosen from this category: personal / biopic -


 * Memoir / diary (published) **


 * Narrative-style essay (think Orwell) **


 * Autobiography or Biography **


 * Interview with someone involved in your issue (where the interview is personal and not just about topic)**


 * TEDtalks (again, if it is personalized / about the person’s life)**


 * 6. ** At least one must be chosen from this category – ** Hollywood-ized account **


 * Movie **


 * TV show **


 * Something largely about entertainment value**


 * 7. The seventh is ** free choice ** (may come from one of these categories or something completely separate) **

NOTE:**


 * At least one choice must be by a female author.
 * At least two choices must represent different perspectives (for instance, if your topic is video game use among teenagers, and most of your pieces seem to look unfavorably on it, one piece might argue educationally that it is beneficial to brain development, and another might show the kids’ view that it’s just fun)
 * At least one source must be from a British author
 * BONUS for having one source that is from an Asian perspective


 * TASK TWO: **

Create an annotated bibliography (1-3 paragraphs per source that ‘describe, compare, evaluate’ it). Techniques will be taught in class and examples are on the Who Says What page. Proper MLA or APA Works Cited format is necessary.


 * TASK THREE: **

Create a chart with ** 9 ** columns each for the eight pieces.


 * 1. ** ‘Source Information’ ** : ** fill in Title, Author, Date, Type (of source).


 * 2. ** Tone


 * 3. ** Level of vocabulary / diction / language use (casual vs. formal)


 * 4. ** Techniques (literary, rhetorical, visual, technological, auditory)


 * 5. ** Target audience


 * 6. ** Perspective (who’s your author) / bias / emotional appeal / issues of institution or production


 * 7. ** What does NOT get said / what gets deliberately left out


 * 8. ** Your Opinion / what you learned from the piece/ what it added to your understanding of the issue/topic


 * 9. ** ‘Effect’. ** Make sure to focus on the key questions: How is this piece unique from the others because of its medium? ** ** What is the medium’s role in limiting and / or enhancing content? ** Sum up the important features or add new information if it is relevant (think of it as the concluding paragraph of an essay on that source and its medium).

__** DUE DATES **__

/20 Task I (topic, and works cited of pieces chosen; clearly indicate which category and conditions each piece represents): WEDNESDAY APRIL 30th

/70 Task II (annotated bibliography): THURSDAY MAY 8th

/160 Task III (chart plus everything else combined): THURSDAY MAY 15th

/100 Task IV (oral presentation on one piece) **OPTIONAL - SAFETY NET!!**


 * Note task IV is due before task III! **

Class Thirty-Three Monday April 28th, 2B

Who Says What - Class time to work on sources and annotated Bibliography.

See the Who Says What page for info from Owl Purdue and examples!

Class Thirty-Four Wednesday April 30th, 3B (tomorrow a holiday)

Sources due.

Who Says What - Annotated Bib Work. See the Who Says What page for info from Owl Purdue and examples!

Class Thirty-Five Monday May 5th, 4B AP/IB exams begin (who is away when?)

Who Says What - Annotated Bib due by the end of next class (or Thursday at the latest). Work time on annotation, oral (optional) or chart. Note you have already had a class with me last week, so you should know exactly what you are doing!


 * A few reminders: **


 * If you have a source you originally considered using and them decided against, you may include it on a separate page labelled Rejected Sources and Why. Be sure to include a concise paragraph on your reasoning; was the content too similar to others? Too biased for Cat 1/ not biased enough for Cat 2? Was it not representative enough of its medium (i.e.., it was an interview you'd thought would fit for 'Biopic' but then you realized upon listening to the whole show was more about your topic and not enough about the interviewee's involvement in that topic?) Were the techniques used not common to that medium (i.e.., it is a diary but much too neutral to give you anything to put in the chart under Language and Tone?) **


 * Be sure to have the criterion for Stage 4 (see below) out in front of you when you're working on the annotated bibliography. Not only is it 'ok' to cover use these criteria to help you decide what to cover under Describe in one paragraph and then Compare + Evaluate in the next, it is 'SMART' to do so, and definitely a university-skill to overlap this way. **


 * 1. ** ‘Source Information’ ** : ** fill in Title, Author, Date, Type (of source).
 * 2. ** Tone
 * 3. ** Level of vocabulary / diction / language use (casual vs. formal)
 * 4. ** Techniques (literary, rhetorical, visual, technological, auditory)
 * 5. ** Target audience
 * 6. ** Perspective (who’s your author) / bias / emotional appeal / issues of institution or production
 * 7. ** What does NOT get said / what gets deliberately left out
 * 8. ** Your Opinion / what you learned from the piece/ what it added to your understanding of the issue/topic
 * 9. ** ‘Effect’. Make sure to focus on the key questions: How is this piece unique from the others because of its medium? What is the medium’s role in limiting and / or enhancing content? ** Sum up the important features or add new information if it is relevant (think of it as the concluding paragraph of an essay on that source and its medium). **

A few final points:
 * alphabetize and double-space the actual works cited entries
 * remember if you decide to 'not use' your female or British source, you must replace those factors!
 * the compare part of your annotation can be comparing to another of YOUR sources
 * the evaluation part should not just say if a source is 'good' or 'bad' but WHO might find it useful (overlapping with criterion 5 of the chart) and WHY we might want to read/watch/listen to it even if it's biased (overlapping with criterion 9)
 * if you quote (ie., from an abstract, from the blurb on the back of a book), acknowledge so openly (ie., This book presents all the stages of mental illness a doctor might see in a patient, and does so, according to the book blurb, with 'accuracy, medical expertise, and empathy')

Class Thirty-Six Wednesday May 7th, 1B IMPORTANT NOTE **- I WILL TAKE ESSAY RE-DOS UP TIL FRIDAY AND THEN I WILL ASSUME NONE MORE ARE COMING AND YOU ARE TAKING YOUR FIRST MARK!**

Annotated Bib due (but I will accept it at the END of today's class or even until TOMORROW if you need more time.

Who Says What - Chart Work. See the Who Says What page for an example from past years. Note this is the BULK of your exam grade so make sure the sources you have chosen are easy to offer as 'good fits' of the medium and not just 'interesting sources' but with few characteristics of the medium they represent!

Class Thirty-Seven Friday May 9th, 2B

Who Says What - Chart Work (but be working on oral too -- this only requires you to be 'done' with one piece of research - note it is OPTIONAL but provides a safety net!). Sign ups for orals (Thurs Nov 28 or Tues Dec 3) will occur today, on our Who Says What page. Remember to check out the oral.

Class Thirty-Eight Tuesday May 13th, 3B PARTY!!! TASKS 3 and 4 are CANCELLED -- UNLESS IT IS FOR YOUR EXAM (AND YOU SHOULD KNOW WHO YOU ARE IN THAT CASE)

Class Thirty-Nine Thursday May 15th, 4B Who Says What - Optional orals due, Charts due


 * MAY 16th - LAST DAY! IF YOU HAVE HANDED EVERYTHING IN, YOU DON'T NEED TO COME TODAY!**

-- HS Graduation May 31st!